Which factor must the nurse be aware of regarding a patients medication regimen

Preventing re-hospitalization is a huge responsibility, especially in consideration of costly penalties that are levied for early readmissions. To accomplish this, nurses need to constantly improve patient teaching and education prior to discharge. Some of the things nurses can do to advance patient education include:

• Delegate more responsibilities to support staff and be more focused on patient education.
• Begin educating patients with every encounter from admission.
• Find out what the patient already knows. Correct any misinformation.
• Feed patients information in layman’s terms. Utilize visual aids as often as possible.
• Question their understanding of the care, and plan for the next lesson.
• Use return demonstration when administering care. Involve the patient from the very first treatment.
• Ask the patient to tell you how they would explain (step-by-step) their disease or treatment to their loved one.
• Make sure the patient understands the medications as you administer them. Make sure they understand how and when to refill medications.
• Provide patients with information about signs and symptoms of their condition that will require immediate attention.

Five strategies for patient education success

Teaching patients is an important aspect of nursing care. Whether teaching a new mom how to bathe a newborn baby or instructing an adult who is living with a chronic heart disease, a successful outcome depends on the quality of the nurse’s instruction and support. Consider these five strategies.

1. Take advantage of educational technology

Technology has made patient education materials more accessible. Educational resources can be customized and printed out for patients with the touch of a button. Make sure the patient’s individualized needs are addressed. Don't simply hand the patient a stack of papers to read, review them with patients to ensure they understand the instructions and answer questions that arise. Some resources are available in several languages.

2. Determine the patient’s learning style

Similar information may be provided by a range of techniques. In fact, providing education using different modalities reinforces teaching. Patients have different learning styles so ask if your patient learns best by watching a DVD or by reading. A hands on approach where the patient gets to perform a procedure with your guidance is often the best method.

3. Stimulate the patient’s interest

It's essential that patients understand why this is important. Establish rapport, ask and answer questions, and consider specific patient concerns. Some patients may want detailed information about every aspect of their health condition while others may want just the facts, and do better with a simple checklist.

4. Consider the patient’s limitations and strengths

Does the patient have physical, mental, or emotional impairments that impact the ability to learn? Some patients may need large print materials and if the patient is hearing impaired, use visual materials and hands on methods instead of simply providing verbal instruction. Always have patients explain what you taught them. Often people will nod “yes” or say that they comprehend what is taught even if they have not really heard or understood. Consider factors such as fatigue and the shock of learning a critical diagnosis when educating patients.

5. Include family members in health care management

Involving family members in patient teaching improves the chances that your instructions will be followed. In many cases, you will be providing most of the instruction to family members. Families play a critical role in health care management.

Teaching patients and their families can be one of the most challenging, yet also rewarding elements of providing nursing care. First-rate instruction improves patient outcomes dramatically.

The value of patient education resources

For further resources that will strength your organization’s patient-teaching, let Lippincott Advisor help. Our best-in-class, evidence-based decision support software for institutions includes over 16,000 customizable patient teaching handouts and content entries.

In the Institute of Medicine’s often-cited book To Err Is Human: Building a Safer Health System (Kohn, Corrigan, & Donaldson, 2000), it is estimated that approximately 1.5-million preventable adverse drug events (ADEs) occur annually. The Joint Commission (TJC) defines medication errors as any preventable event that may cause inappropriate medication use or jeopardize patient safety (TJC, 2012).

Medication errors are the number-one error in health care (Centers for Disease Control [CDC], 2013). Safe and accurate medication administration is an important and potentially challenging nursing responsibility. Medication administration requires good decision-making skills and clinical judgment, and the nurse is responsible for ensuring full understanding of medication administration and its implications for patient safety.

Medication errors have a substantial impact on health care in Canada (Butt, 2010). When preparing and administering medication, and assessing patients after receiving medication, always follow agency policy to ensure safe practice. Review Table 6.1 for guidelines for safe medication administration.

Table 6.1 Guidelines for Safe Medication Administration

Safety Considerations:

• Agency policy on medication administration and medication administration record (MAR) may vary. Always receive the required training on the use of the medication system for each agency to avoid preventable errors.

Principle

 Additional Information

Be vigilant when preparing medications.Avoid distractions. Some agencies have a no-interruption zone (NIZ), where health care providers can prepare medications without interruptions.Check for allergies.Always ask patient about allergies, types of reactions, and severity of reactions.Use two patient identifiers at all times. Always follow agency policy for patient identification.Use at least two patient identifiers before administration and compare against the MAR.Assessment comes before medication administration.All medications require an assessment (review of lab values, pain, respiratory assessment, cardiac assessment, etc.) prior to medication administration to ensure the patient is receiving the correct medication for the correct reason.Be diligent in all medication calculations.Errors in medication calculations have contributed to dosage errors, especially when adjusting or titrating dosages.Avoid reliance on memory; use checklists and memory aids.Slips in memory are caused by lack of attention, fatigue, distractions. Mistakes are often referred to as attentional behaviours where lack of training or knowledge is the cause of the error. Slips account for most errors in heath care. If possible, follow a standard list of steps for every patient.Communicate with your patient before and after administration.Provide information to patient about the medication before administering it. Answer questions regarding usage, dose, and special considerations. Give the patient an opportunity to ask questions. Include family members if appropriate.Avoid workarounds.A workaround is a process that bypasses a procedure, policy, or problem in a system. For example, a nurse may “borrow” a medication from another patient while waiting for an order to be filled by the pharmacy. These workarounds fail to follow agency policy to ensure safe medication practices.Ensure medication has not expired.Medication may be inactive if expired.Always clarify an order or procedure that is unclear.Always ask for help whenever you are uncertain or unclear about an order. Consult with the pharmacist, charge nurse, or other health care providers and be sure to resolve all questions before proceeding with medication administration.Use available technology to administer medications.Bar-code scanning (eMAR) has decreased errors in administration by 51%, and computerized physician orders have decreased errors by 81%. Technology has the potential to help decrease errors. Use technology when administering medications but be aware of technology-induced errors.Report all near misses, errors, and adverse reactions.Reporting allows for analysis and identification of potential errors, which can lead to improvements and sharing of information for safer patient care.Be alert to error-prone situations and high-alert medications.High-alert medications are those that are most likely to cause significant harm, even when used as intended. The most common high-alert medications are anticoagulants, narcotics and opiates, insulins, and sedatives. The types of harm most commonly associated with these medications include hypotension, delirium, bleeding, hypoglycemia, bradycardia, and lethargy.If a patient questions or expresses concern about a medication, stop and do not administer it.If a patient questions a medication, stop and explore the patient’s concerns, review the physician’s order, and, if necessary, notify the practitioner in charge of the patient.Data source: Agency for Healthcare Research and Quality, 2014; Canadian Patient Safety Institute, 2012; Debono et al., 2013; Institute for Healthcare Improvement, 2015; National Patient Safety Agency, 2009; National Priority Partnership, 2010; Prakash et al., 2014

Technological Advances That Help Mitigate Medication Errors

Computerized physician order entry (CPOE) is a system that allows prescribers to electronically enter orders for medications, thus eliminating the need for written orders. CPOE increases the accuracy and legibility of medication orders; the potential for the integration of clinical decision support; and the optimization of prescriber, nurse, and pharmacist time (Agrawal, 2009). Decision support software integrated into a CPOE system can allow for the automatic checking of drug allergies, dosage indications, baseline laboratory results, and potential drug interactions. When a prescriber enters an order through CPOE, the information about the order will then transmit to the pharmacy and ultimately to the MAR.

The use of electronic bar codes on medication labels and packaging has the potential to improve patient safety in a number of ways. A patient’s MAR is entered into the hospital’s information system and encoded into the patient’s wristband, which is accessible to the nurse through a handheld device. When administering a medication, the nurse scans the patient’s medical record number on the wristband, and the bar code on the drug. The computer processes the scanned information, charts it, and updates the patient’s MAR record appropriately (Poon et al., 2010).

Automated medication dispensing systems (AMDS) provide electronic automated control of all medications, including narcotics. Each nurse accessing the system has a unique access code. The nurse will enter the patient’s name, the medication, the dosage, and the route of administration. The system will then open either the patient’s individual drawer or the narcotic drawer to dispense the specific medication. If the patient’s electronic health record is linked to the AMDS, the medication and the nurse who accessed the system will be linked to the patient’s electronic record.

Read the Top Ten Tips PDF to review the importance of medication reconciliation.

Checklist 43 outlines the steps for safe medication administration.

Checklist 43: Safe Medication Administration

Disclaimer: Always review and follow your hospital policy regarding this specific skill.

Safety considerations:

• Plan medication administration to avoid disruption:
  • Dispense medication in a quiet area.
  • Avoid conversation with others.
  • Follow agency’s no-interruption zone policy.
• Prepare medications for ONE patient at a time.
• Follow the SEVEN RIGHTS of medication preparation (see below).
• Check that the medication has not expired.
• Perform hand hygiene.
• Check room for additional precautions.
  
• Introduce yourself to patient.
• Confirm patient ID using two patient identifiers (e.g., name and date of birth) AND check against MAR.
• Check allergy band for any allergies, and ask patient about type and severity of reaction.
• Complete necessary focused assessments, lab values, and/or vital signs, and document on MAR.
• Provide patient education as necessary.
• If a patient questions or expresses concern regarding a medication, stop and do not administer.

Steps

 Additional Information

1. Check MAR against doctor’s orders.Check that MAR and doctor’s orders are consistent.Compare physician orders and MAR

Compare MAR with patient wristband.

Night staff usually complete and verify this check as well.

2. Perform the SEVEN RIGHTS x 3 (this must be done with each individual medication):

• The right patient
• The right medication (drug)
• The right dose
• The right route
• The right time
• The right reason
• The right documentation

Medication calculation: D/H x S = A

(D or desired dosage/H or have available x S or stock = A or amount prepared)

The right patient: check that you have the correct patient using two patient identifiers (e.g., name and date of birth).Compare MAR with patient wristband

The right medication (drug): check that you have the correct medication and that it is appropriate for the patient in the current context.

The right dose: check that the dose makes sense for the age, size, and condition of the patient. Different dosages may be indicated for different conditions.

The right route: check that the route is appropriate for the patient’s current condition.

The right time: adhere to the prescribed dose and schedule.

Check the right patient, medication, dose, route, time, reason, documentation

The right reason: check that the patient is receiving the medication for the appropriate reason.

The right documentation: always verify any unclear or inaccurate documentation prior to administering medications.

Which concern would be the first priority for the nurse when transporting a patient to the operating room?

Which activities would the circulating nurse be responsible for?

Which intraoperative nursing responsibilities would be performed by the scrub nurse select all that apply?

Which criteria support that a patient is ready for discharge from an ambulatory surgery center?